How to Create a Learning Community

Transcription

1 Active Learning Online Engaging students in meaningful discussion and creating a learning community George Tuthill Online Instructor, MSU World of Motion Jim Vanides Online Instructor, MSU Science of Sound Models of Online Learning Dimensions: Completely Online vs. Hybrid (with F2F) Synchronous vs. Asynchronous Self Study vs. Instructor Facilitated Cohort Self Paced vs. Scheduled NTEN courses are online (only), asynchronous, instructor facilitated, scheduled (6 week) course for science teachers (elementary through high school). 1

2 Personal Introductions Get out a piece of paper and pen/pencil Write down your name, area of expertise, and your location Pass the paper to your site facilitator to enter into the chat window -or If you are logged into your own computer, enter your info yourself Personal Introductions F2F Let s go around the room Pair-up & meet; introduce one another Online (sync) Silent (parallel) introductions Online (async) Tells us about yourself! (Name, location, what grade you teach, why you are interested in this course; Please don t forget to upload a photo of yourself ) 2

3 Instructional Design Hypothesize The Scientific Method (typical) Experiment Observe (data) Analyze Conclude By Jim Vanides 2008 Instructional Design The Scientific Method (realistic) Question? Apply Model Research Share Explore Analyze & Model Experiment By Jim Vanides

4 The Learning & Teaching Cycle Invite Extend Apply Question? I know... We know Engage Facilitate & clarify Share Assess & Encourage & Modify Explore Guide Reflect Experiment By Jim Vanides 2008 Reflect Question Instructional Design Elements (eg: Jim s Science of Sound course) A kit of supplies for hands-on experiments Reference material to read Multimedia to watch / explore Private science notebook Public classroom discussions (with thoughtful & active facilitation) Café ( a friendly place to relax and talk to one another ) Sandbox (for practicing posting) 4

5 Reflection Get out a piece of paper and a pen/pencil Think of the WORST class you ve ever been in as a student Why was this class such a disaster for you? Reflection F2F (usually async) Homework Weekly diary Science notebook Online (async) Weekly reflection (self assessment quiz ) Science Notebook (private discussion thread) 5

6 Students need to feel supported They should: know what is required of them, and how to succeed. feel that there are folks with whom they can exchange ideas. have someone to answer their questions readily, or at least pay attention to their questions. This applies to both content-related and delivery-related issues. have the opportunity for social as well as academic interaction. Design for Community Course design contributes in important ways to feelings of community Encourage (better, require) that students interact with each other, and not just with the instructor. Leading discussions can be a shared responsibility, and online break-outs are often useful. It's important at the outset to have students and instructors introduce themselves (or each other) to the group. Sharing of personal information is OK to the extent that comfort levels are respected. 6

7 Design for Community (cont d) The structure should be transparent no need to puzzle out what to do next. Checklists are useful! Deadlines need to be frequent, reasonable, clear, and enforced. (But be flexible when circumstances call for it ) Discussion Topics Meet One Another (week 0 orientation) Small group discussions ( team ) Private Science Notebooks Weekly whole class discussions Social Space (Coffee House) 7

8 Small Group Discussion (3 minutes max) Break into groups of two (if you are online by yourself, send Jim or George a private chat message) Share your worst class experience with each other (30 seconds each) Discuss how these examples affect (or could affect!) your approach to teaching (2 min) Small Group Discussion F2F 2-4 students Discussion prompt or project Pair and Share or Online (sync) Breakout rooms Private group chat Online (async) Semi-private (assigned) discussion thread 8

9 Whole-Class Discussion Who would like to share a worst class experience and its accompanying implications for instruction? Can be yours or one you just heard about Whole-Class Discussion F2F tips Wait time -> count to 10 before calling on someone Don t always call on the most eager person Online (async) tips Instructor presence speak to everyone in the whole class discussion threads Expect and grade participation Explain what a meaningful response looks like 9

10 Weekly Participation Self-Assessment Reinforces participation expectations Open ended reflection provides weekly insights about participants Instructor provides feedback weekly Facilitating Discussions Facilitating Online Learning: Effective Strategies for Moderators By Colllison, Elbaum, Haavind, and Tinker; Atwood Publishing, 2000 Learning & Leading With Technology, May 2007, Vol. 34 No. 8 See for PDF reprint 10

11 Instructor Presence is key to students' feelings of support and community being there but not being a dominating presence responding promptly to student questions, or to student remarks directed at them (turnaround time is important) responding in ways that encourage further interaction, even when not providing pat answers (or providing direct answers at all) Instructor Presence also means: articulating high standards while also being respectful of students' efforts acknowledging differences in students' needs for communication. What seems appropriate (or even barely adequate) to some may feel like pestering to others. 11

12 What instructors can expect Course design: The content is the same, but you re designing a new experience Your role: More focus on students, less on presenting information Your time: It s not easier just different; If students are spending 8-12 hours a week, you will be spending at least that much time, too Student response: HIGH satisfaction and MANY postings; a very rich conversation More Questions? 12